HALLOWEEN FACTS AND FICTION

Soon ghost and goblins will be playing tricks and eating treats, prancing down neighborhood streets and causing chaotic fun with family and friends. However, parents may have some apprehension about letting their little witches and warlocks roam the night because of the continual retelling of myths and urban legends surrounding Halloween.

Reports of razor blades hidden in apples and candy have been haunting parents for decades. These ridiculous and malicious rumors have caused many people to ban trick-or-treating and stop handing out candy treats altogether. The sad fact is the only cases of tampered-candy killing children on Halloween were of relatives poisoning family members on purpose.

I remember my own mom dumping our pillowcases of candy on the kitchen floor, putting on her gardening gloves and meticulously fanning the loot across the tile. She knelt over mini candy bars and popcorn balls, searching for evidence of tampered treats. Inevitably she threw out two or three pieces. I suspect now it was to assure herself that her efforts were not in vain.

Another common and misguided belief is that excess consumption of sugar-laden candy will make kids hyperactive. We can all agree that devouring mounds of sugar is not good for any of us. Candy is nothing but empty calories and eating too much can lead to bad eating habits, dental cavities and health issues. However, after countless studies, the American Medical Association has found that sugar in the diet does not affect children’s behavior. Most likely it’s not the sweets but the situation that causes kids to throw caution and parental imperatives to the wind. 

While the sadistic tales of evil people poisoning our sugar-crazed kids are false, there are some real dangers that can easily be avoided.

We should be concerned about motor vehicle accidents. Roughly four times as many children aged 5-14 are killed while walking on Halloween evening compared with other evenings of the year.

Make sure drivers can see your child and vice versa. Give kids flashlights and glow sticks. Also, use makeup rather than masks so children have a clear, unobstructed view of their surroundings. Young trick-or-treaters should be accompanied by an adult and all should know to only cross at the crosswalks and stay on the sidewalk.

Nearly 6 million or 8% of children have food allergies. To be safe, hand out treats that are free of dairy, wheat and eggs - the most common food allergens. Some options include: Smarties, gum, mints, hard candy or jellybeans. Consider handing out trinkets such as stickers, pencils or coins. Enforce a ‘no eating while trick-or-treating’ policy and pass on candy and treats that do not have ingredients labeled.

To avoid eye injuries, cuts and bruises, use costume knives and swords that are flexible, not rigid or sharp and make sure children can walk comfortably in their costume.

 

Don’t worry about unknown or unfounded dangers. Instead, eat, drink and be scary tonight, while taking a few precautions to protect your children from the easily averted hazards.

           

Contact Margaret Lavin at elementarydays@gmail.com.

OUT-OF-SCHOOL SUSPENSIONS HAVE NO ACADEMIC BENEFIT

OUT-OF-SCHOOL SUSPENSIONS HAVE NO ACADEMIC BENEFIT

National data on suspensions and expulsions show that out-of-school suspension is not only a frequently used option for managing student discipline, but is also applied disproportionately with students in particular subgroup populations, including race, gender and disability status.

Research also indicates that frequent use of out-of-school suspensions is often associated with low achievement, increased risk for dropping out and a greater likelihood of juvenile justice involvement. In other words, out-of-school suspensions do the exact opposite of what they are intended to do.  

Even so, according to data collected by the California Department of Education, during the 2009/2010 school year, California schools issued 765,000 out-of-school suspensions. That’s enough students suspended out-of-school to fill every seat in all the professional baseball and football stadiums in the state, with no guarantee of any adult supervision.

As shocking as these statistics are, the point remains that if, however, out-of-school suspensions are making schools safer and more productive for the non-suspended students thus enabling them to stay in school longer, learn more, and graduate at higher rates then, perhaps the collateral damage can be justified. They do not.

States with higher suspension rates have lower NAEP (National Assessment of Educational Progress) scores in math, reading, and writing. Also, higher suspending schools have below average test scores compared to scores in demographically similar schools.

The quagmire remains how do we get students to spend more time in school while also keeping the school environment safe and productive so all students can learn.  The solution is a school wide positive behavior support system. It is a decision-making framework that guides selection, integration and implementation of the best evidenced-based practices for improving behavior outcomes for all students.

One way to begin this process is through a school climate survey of staff and students to assess school safety, fairness and clarity of rules and behavior expectations. This information should be shared with parents and other stakeholders in the community. Once new programs and interventions have been implemented, they should be regularly evaluated for effectiveness. 

The goal is to review resources that can be used to monitor district/school behavior data, identify current site/district practices that provide additional interventions and support and engage in conversations that lead to improved outcomes for students. You can be part of the solution by asking for your children's school suspension policy and data regarding which students are being suspended and why. For example, you may want to know if students can be suspended for a non-violent infraction. If so, perhaps there could be an in-house suspension policy in place. 

 

Victor Hugo, writing in the 19^th Century, maintained, “He who opens a school door, closes a prison.” This shrewd adage holds true today.

Contact Margaret Lavin at elementarydays@gmail.com.

HEADS UP ON LICE

Soon after reading this insightful expose you will be scratching your head, not in wonderment of my philosophical contemplations, but because unwittingly you will be thinking about tiny rodents crawling and nesting on your scalp.  I know this because I have been discussing head lice with parents and co-workers and the reaction is always the same. Inevitably everyone in hearing distance gets the willies.

Lice are parasitic insects that live on the scalp and feed off tiny amounts of blood sucked from the scalp. Head lice often lay eggs called “nits” which appear similar to dandruff, but unlike dandruff, maintain a firm grip on the hair shafts. Itchy yet?

Why, you ask, am I conversing about these varmints? Because, if lice have a season, this is it. Back at school, kids are congregating and co-mingling, working and playing with their heads close together. In spite of parents admonition to the contrary, they are sharing hoodies, hats and hair accessories. This is why fall seems to coincide with the outbreak of head lice. Outbreaks at the beginning of the school year are very common and this year is no exception, so lets get the facts straight and endeavor to rid ourselves of these omnipotent, maddening parasites.

First and foremost, don’t panic. If your child contracts lice, you do not need to replace your furniture, wash your entire wardrobe, cut off your hair or set your house on fire. Getting rid of the pesky buggers can be a nuisance, but they are not a health threat and children diagnosed with head lice do not need to be sent home early from school or miss numerous days of instruction. They can go home at the end of the day, be treated, and return to class after appropriate treatment has begun.

Once you know your child has lice, inform your school and friends to avoid further cross. Don’t concern yourself with what others might think or worry about ruining your reputation. Lice do no discriminate; they cross all socioeconomic boundaries and have nothing to do with hygiene. They do, however, prefer long hair so if your kids have lengthy locks, make sure to have it braided or in a ponytail at school. Also, regularly remind your kids not to share combs, brushes, hats or hoodies.

There are many over-the-counter treatments, prescription medications and homeopathic remedies available. Checking the hair and combing it with a nit comb every 2 to 3 days for at least a week or two is essential for all treatment solutions.

Youtube has many demonstrative videos on how to rid yourself and others of lice. If do-it-yourself is not appealing, there is Hair Fairies That specializes in lice removal. For more information, visit their website, www.hairfairies.com.

If you have questions about your school’s policies, ask your child’s teacher or an administrator. Because of the many misconceptions regarding head lice, it would be prudent for every school site to update and educate their staff and community members about the prevention of and treatments.

Contact Margaret Lavin at elementarydays@gmail.com.

TEACHER SHORTAGE WILL LEAD TO GREATER INEQUITIES

The California Department of Education estimates the need for new teachers is approximately twice the current graduation rate in teacher preparation programs.

Enrollment in California teacher preparation programs fell from 719,000 in 2008-09 to 499,800 in 2012-13. The number of teaching credentials issued in special education dropped by 21 percent between 2011-12 and 2013-14. Over the past four years, the number of credentials issued to new math teachers dropped by 32 percent. As a result, districts have resorted to hiring teachers with less than full credentials. 

According to a new report by the nonprofit Learning Policy Institute, California school districts are grappling with teacher shortages. Credentials issued to new teachers are at an historic low at the very time districts have increased their hiring to expand programs and restore teaching positions eliminated during the Recession.

“When California last experienced severe teacher shortages in the late 1990s, it took a wide array of programs to begin to stabilize the teaching force,” wrote the authors of the report. “Most of these have, unfortunately, been discontinued or sharply reduced since then, leaving the state with few existing tools to use to address the current situation.”

Suggestions to assuage the shortage include recruiting new teachers from colleges, other states, and other careers. It also recommends offering teachers in high-shortage subject areas incentives, such as funds to cover tuition and living expenses or loan forgiveness.

Linda Darling-Hammond, president of the Learning Policy Institute, said in a statement that if California does not address its teacher shortage, it will only get worse and lead to “greater inequities among students in different communities.” This can clearly be predicted in the Bay Area where teacher salaries are much higher in affluent areas. Living in one of the most expensive places in the United States does not bode well for those considering a career in education, especially those passionate about educating children in low-income areas where teacher salaries are less and the work much more demanding.

As important as recruiting new teachers, is retaining the ones we have. Teaching may be one of the most fulfilling professions, but it is also one of the most undervalued. American teachers have been historically paid far less than other professions with comparable education requirements. Couple that with constant criticism. Politicians, parents, and pundits have been demonizing teachers for decades, blaming them for any number of societal struggles.

We need to start offering teachers and those passionate about becoming teachers both internal and external incentives. We need to show them financial and professional respect. We must stop scapegoating them for unsatisfactory test scores, unruly children, or any other blot on society. If we don’t, we won’t attract or retain worthy candidates. If you’re not convinced this is true, ask yourself this. Would you encourage your child to become a teacher?

For more information on The Leaning Policy Institute, visit, http://www.learningpolicyinstitute.org.

Contact Margaret Lavin at elementarydays@gmail.com.

BUILDING ETHICAL COMMUNITIES

Dr. Donald McCabe, also known as, “Dr. Ethics” is a recently retired professor of Management and Global Business at Rutgers University. He devoted his research to questions of student integrity in their academic work. He has also worked as a consultant to schools that wish to change their existing policies.

I asked Professor McCabe some questions about his research and beliefs regarding academic dishonesty.

Are there specific strategies that teachers need or can use to address academic dishonesty?

McCabe: There are a variety of strategies available, all of which have both supporters and critics…While at least some, and perhaps many, feel I am naïve, I feel that the only way to solve this problem of cheating in the long run is to create an environment in our schools that encourages honest work by students. While others keep looking for a quicker fix, I don’t think there is one that will have a lasting impact…In my view, teachers need to start the hard work of changing the environment in their classrooms away from an emphasis on grades to one on learning. Not an easy task and one that will require the cooperation of parents.

What is the parent’s role?

McCabe: Indeed, this will be a very challenging task for parents – perhaps impossible. (We live at a time) when the world economy is shifting in ways that may suggest lesser opportunities for the rising generation of American students, and staying in school probably will become an even more important barometer of future success…Basically parents need to help their children understand that integrity and honesty are more important than simple academic success. Unfortunately, few parents probably believe this in the case of their own children – especially when their children note that others are getting ahead by cheating. In many ways, for the sake of the larger society, we need parents who are willing to accept that their children may not do as well financially as their parents have done.

How does dishonesty evolve over a child’s academic career?

McCabe: Children in the early elementary grades are consumed to some extent with the question of fairness… I feel strongly that (middle school) is a point where friends are encouraging each other not to always listen to everything that their parents and authority figures have to say and, in most school systems, junior high is when students begin to have a variety of different teachers versus the one strong parental substitute we probably all remember from our early school years. The “removal” of such an authority figure at a time when children are starting to spread their own wings a bit seems to come together in a sort of “perfect storm” and there are data which suggests this is when cheating in school becomes a greater problem.

How has technology helped/hampered cheating?

McCabe: This is a double-edged sword. While allowing teachers to more effectively check for plagiarism, etc, it has also given students many new “weapons” to use to try to deceive teachers…It’s not clear yet where this will settle out but for a number of years the advantage has been with students who understand, and know how to use these technologies more effectively than most teachers – myself included.

  

Contact Margaret Lavin at elementarydays@gmail.com.

SEPTEMBER IS ATTENDANCE AWARENESS MONTH

They’re baaaack - at school. Many parents, myself included, are very happy that the new school year has commenced. Although summer will be missed, costly summer camps, fluctuating schedules and restless children will not. For working parents, kids being back at school is the best place for them to be. My mom worked nights and was thrilled to have all seven of her children at school so she could sleep. As a result, we didn’t miss much school.

It turns out, that was a very good thing. Absenteeism is a clear-cut predictor of a bleak educational future, which – no surprise – leads to less than ideal career opportunities. By 6^th grade chronic absenteeism (missing 10% or approximately 18 days of school) has a direct correlation to students dropping out of high school. By 9^th grade, missing 20% of the school year is a better predictor of dropping out than test scores.

The good news is the converse is also true, especially for children raised in poverty. One of the most effective strategies for providing pathways out of poverty is to do what it takes to get students to school on time, every day. This alone, even without all the school improvement efforts, will drive up achievement, increase high school graduation, and raise college completion rates.

There are a plethora of reasons why students miss school but for simplicity reasons we can break them down to three broad categories: students who cannot attend school due to illness, housing instability, or other poverty related problems, students who will not attend to avoid bullying, harassment, or embarrassment, and students who do not attend school because they, or their parents, do not see the value in being there and no one stops them from not attending.

So, what can we do? Get the word out. Bring up the importance of attendance at PTA meetings, back-to-school night, and any time you have an audience of parents. Discuss with administrators the climate of the school. Make sure there are positive discipline policies in place and a comprehensive anti-bully policy.

Help your child maintain daily routines, going to bed and waking up around the same time. Don’t let your child stay home unless he/she is truly sick. Complaints of headaches or stomachaches may be signs of anxiety. If so, talk to them and their teachers about school behavior and academic engagement. Ask for help from teachers, administrators, afterschool programs, or other parents if you’re having trouble getting your child to school. Maintain open communication with school staff by making sure they know how to contact you and vice versa.

Know your children’s friends. Peer pressure can lead to skipping school and students without friends can feel isolated. Keep track of when your child misses school. The number of days missed can sneak up on you.

The bottom line - attending school matters greatly. It matters most to students who live in poverty. Chronic absenteeism is a key determiner of high school graduation and continuing on to college. If chronic absenteeism is not measured, it cannot be monitored or acted upon so make sure your school is tracking attendance and ask what incentives there are for students to come to school every day, on time. As a community, it is imperative to ensure that our kids are ready, willing and able to attend school every day. Their future, and hence our future, depends on it.

Contact Margaret Lavin at elementarydays@gmail.com.

STUDENT SUPPORT WORKS, STUDENT SUSPENSION HURTS

 Parents and their young have begun the annual pilgrimage to numerous retailers, department stores and online sites spending a small fortune on shiny new shoes, snazzy backpacks, pencils, pens, binders, electronic tablets, folders, notebooks, markers, crayons, and cool new back-to-school clothes. Kids are beginning to miss their school friends and are eager – though perhaps not admittedly – about beginning the new school year. Tragically, however, not all are excited about returning to school. Many students have fear of failure because they have failed at school before. Not because they don’t complete their homework or do poorly on school assignments. They fail because of antiquated, ineffectual, and harsh discipline policies and practices that ostracize children. I’m referring specifically to out-of-school suspensions.

Schools have barraged parents with messages on the importance of kids being at school, on time, everyday, yet some kids are told, and in some instances told repeatedly, to stay home.

A study by the American Psychological Association found that zero tolerance policies not only fail to reduce violence in schools but have instead increased disciplinary problems and dropout rates. Students who have been suspended are three times more likely to drop out by the 10th grade. Dropping out, in turn, triples the likelihood that a person will be incarcerated later in life.

Research conducted by the Center For Civil Rights Remedies at the Civil Rights Project of UCLA found that American children are losing almost 18 million days of instruction due to suspensions. Yes, you read correctly, an astounding 18 millions days! The bottom line – out-of-school suspensions have proven counterproductive yet remain the primary form of discipline in schools.

So, what can we do? We can talk to our school officials. We can ask about suspension policies and the number of instruction days missed due to out-of-school suspensions last year and prior years. If the discipline policies are effective, the rates of out-of-school suspension should be decreasing. A conscientious administrator will also have suspension data disaggregated by student race, grade, and gender along with information on the types of infractions, and date, time and location of offenses in order to best implement future preventative actions.

We can ask what alternatives discipline strategies have been put into place to reduce out-of-school suspensions. Some examples include Saturday school, in-school suspensions, and mandatory community service. Even if your child has never been and is very likely never to be suspended, the whole school climate is negatively impacted by student suspensions, not to mention the financial impact. Many schools are funded by average daily attendance. We can talk to other parents or bring up the subject at a PTA meeting, underscoring the need for progress on reducing out-of-school suspensions.

We can all agree that students and teachers are entitled to a safe educational environment that is conducive to both teaching and learning. Of course there are times when a school’s authority to suspend a student plays an important role in securing a safe environment. Yet too often suspensions, specifically out-of-school ones, serve as a quick fix for student disciplinary problems that require more supportive remedies.

Contact Margaret Lavin at elementarydays@gmail.com.

WHAT IS THE RELATIONSHIP BETWEEN MOTIVATION AND LEARNING?

With so much attention on test scores and budgetary concerns, it’s refreshing to learn some folks are keeping their focus on what matters most to parents and teachers – figuring out the best practices to motivate and educate children.

Redwood City School District and Stanford’s John W. Gardner Center continue a longstanding partnership in their efforts to gain a deeper understanding of the practices that effectively promote student motivation, engagement, and ultimately, achievement.

They surveyed all Redwood City School District middle school students in the spring of 2009 and again in 2010 regarding their experiences in their classrooms and their beliefs about themselves as learners.

The research is ongoing and they have already completed many rounds of data collection. They have learned some interesting and encouraging information about the relationship between student’s classroom experiences, motivational beliefs, and academic achievement.

The data clearly showed that a safe and caring setting is the ideal climate for learning. Caring classrooms have students that treat each other with respect and teachers who foster this by letting students know they are not allowed to make fun of each other for a wrong answer or mistake, stating that mistakes are part of the learning process.

 

They also set aside time for individual conferences and provide individual feedback regarding the student’s growth and areas for improvement (versus public feedback that make comparisons between students) and create opportunities for students to revise their work, give private feedback about grades and also time for students to work with each other.

These classrooms tend to inspire student motivation and benefit all students, especially and inclusive of low-income students.

Test scores back up these results. The JGC analysis showed that there is a relationship between higher motivation and higher achievement evidenced by elevated California State test scores. This is true for all students – regardless of prior achievement. This means that if teachers can improve student motivation, then they are also very likely to see improvements on standardized tests.

The JGC staff are encouraged by the outcomes hitherto.

“These results remind us that motivation is not a static trait. Motivation is not something that a student simply has or does not have. Rather motivational beliefs are malleable and very responsive to classroom practices. Perhaps even more exciting is the evidence that students' motivational beliefs can shift within the course of less than one academic year. It is also important to highlight that these motivating and caring practices are doable and already present in many classrooms in Redwood City. We hope these findings will serve as a catalyst for more reflection and conversations between researchers, teachers and parents about specific strategies for motivating students to deeply engage in their learning.”

When planning the new school year administrators and teachers should, in conjunction with analyzing and disaggregating test scores, have another conversation. Is the designated curriculum backed up with constructive strategies and teaching practices that improve proficiency as well as foster curiosity in a welcoming environment? What does that classroom look like?

Contact Margaret Lavin at elementarydays@gmail.com.

RESTORATIVE PRACTICES THAT WORK

Harriet R. MacLean, Ed.D. is the principal of Davidson Middle School in San Rafael. She presented some of her strategies at a Call to Action Meeting for San Mateo County educational professionals. Among the many restorative practices her school has implemented are a “Where Everyone Belongs” (WEB) program and a “No One Eats Alone” lunch policy.

WEB is a middle school orientation and transition program that welcomes incoming students feel comfortable throughout the first year of their middle school experience. It helps increase student achievement, enhances character development and creates an anti-bullying environment. “I would say the leadership development it engenders in the upper graders who become WEB leaders is an unintended benefit from a program that provides support, guidance, and a welcoming hand to incoming sixth grade students, so everyone involved benefits,” Dr. MacLean said.

“No One Eats Alone” is a campaign to prevent social isolation at school. Like WEB, a cadre of students are trained as team leaders. These student leaders monitor the lunch hour making sure students are not being isolated. Excluding someone is a type of bullying and studies have shown that this type of isolation has a significant impact on kids way beyond the lunch room. Dr. MacLean sees another benefit “I think it is important to note that it has brought social isolation into the lexicon.”

By implementing various positive behavior supports Davidson Middle School has dramatically decreased the number of suspension while conversely increasing their Academic Performance.

National, state, and local data on suspensions and expulsions show that out-of-school suspension is used frequently for managing student discipline and is applied disproportionately with students in particular subgroup populations, including race, gender and disability status. Out-of-school suspensions are often associated with low achievement, increased risk for dropping out and a greater likelihood of juvenile justice involvement.

By providing proven and promising alternatives to out-of-school suspensions, school climate become more positive, bullying behavior is reduced and students do better academically – certainly proof to start implementing these strategies at schools throughout our County and Country.

Contact Margaret Lavin at elementarydays@gmail.com.

IS MARIJUANA THE NEXT BIG TOBACCO?

California was the first state to legalize marijuana for medical use in 1996. In 2010, Proposition 19 would have made California the first state to legalize non-medical marijuana, but voters defeated the measure by a 53.5-46.5 margin. However, lawmakers will try again. There are two major initiatives that have a very good chance of qualifying for the November ballot due to their financial backing and political support.

Researchers at the University of California, San Francisco (UCSF) recently released a new report that evaluates the retail marijuana legalization proposals in California from a public health standard. According to the study, recreational marijuana will likely lead to a new profit-driven industry similar to Big Tobacco that could impede public health efforts.

Researchers said they began their study with the premise that legalizing marijuana makes sense because its prohibition has caused excessive incarcerations and cost taxpayers too much money. However, they concluded that legalized recreational marijuana would replace a crime problem with a public health issue.

“Evidence from tobacco and alcohol control demonstrates that without a strong public health framework, a wealthy and politically powerful marijuana industry will develop and use its political clout to manipulate regulatory frameworks and thwart public health efforts to reduce use and profits,” the report states.

Rachel Barry and Stanton Glantz of the UCSF Center for Tobacco Control Research and Education and Philip R. Lee Institute for Health Policy authored the study. In an interview, Glantz expressed his concern that a new marijuana industry would spend large sums of money to curry favor with lawmakers. “I think a corporate takeover of the market ... is very, very hard to stop,” he said, adding. “They are already potent lobbyist in California.”

Jason Kinney is a spokesman for the coalition that wrote the law for the legalization campaign. “This report inexplicably chooses to ignore the extensive public-health protections and mandate included in our measure – as well as the child safeguards, the small business and anti-monopoly provisions and the unprecedented investments in youth prevention, education and treatment,” he said.

Lt. Gov. Gavin Newsom, a well-known backer, established a panel of experts that recommended the best approaches to legalization in a blue ribbon report. The commission urged caution, stating marijuana “should not be California’s next Gold Rush.”

Newsom and other leaders of the commission said in a prepared statement that while a ballot measure needs to provide a strong framework for regulation, “it must also preserve some flexibility in order to evolve those regulations over time.”

Abdi Soltani, executive director of the ACLU of Northern California and a member of the Newsom commission’s steering committee also weighed in. He said he agrees with some of the concerns raised in the report but ultimately believes the initiative protects the public. “My middle school child will not walk into a corner store where tobacco and alcohol are marketed and see marijuana for sale,” Soltani said.

I hope Soltani is right. As a parent and former middle school teacher, my concern is not about the profit margin, but rather how our children with be detrimentally affected. Study after study has proven that marijuana use alters sense of time, impairs body movement, impairs thinking and problem-solving, and impairs memory, all critical to success in school. Marijuana use has been linked to depression, anxiety, and suicidal thoughts among teens. Also, contrary to common belief, marijuana can be addictive.

It doesn’t take a blue ribbon panel to realize that smoking pot can cause great mental, social, and physical harm to teens and tweens. Further, like Big Tobacco, whether legalized recreational marijuana will hurt or help our communities will not be the concern of those profiting from its sale.

Contact Margaret Lavin at elementarydays@gmail.com.

PLAYING OUTSIDE IS GOOD FOR THE BODY AND MIND

Most of us know that it is good for kids to play outside because it keeps them happy and adults sane. But, there is so much more to making sure kids have time to play with Mother Nature.

Two  studies published by “Ophthalmology,” the journal of the American Academy of Ophthalmology, maintain that spending time outdoors may help prevent or minimize nearsightedness. This is a significant find considering in the United States, nearsightedness has increased by more than 65 percent since 1970.

That is not the only consequence of our children’s growing propensity to stay indoors. Childhood obesity rates have more than doubled in the last 20 years and we have become the largest consumer of ADHD medications in the world.

Kids need to connect with nature and each other in order to increase their physical fitness, improve concentration and reduce stress levels. Also, children who are exposed to natural settings receive benefits to their cognitive health, such as reduction of ADHD symptoms.

What steps can we take?

Start at school. Recess is an important part of the school day and should not be taken away as punishment. According to The American Academy of Pediatrics, unstructured recess provides psychosocial benefits where kids get to be creative and explore different things. It is a necessary break from the mental demands of a typical day at school. Loss of free time can also contribute to anxiety and depression.

“It is counter productive to take recess away from students because they need that time to refocus themselves,” said Melissa Vandermolen, 5^th grade teacher at Taft Elementary School in Redwood City, California. “I've found keeping students in class during recess only exacerbates problems and is not a long term solution.”

Andrea Garen is the Wellness Coordinator at the Redwood City School District in California. She advocates for outdoor recess and increased physical activities outdoors. “Students who play outdoors at recess are better able to concentrate and be attentive in school,” she said. “Some studies have also shown that regular time outdoors helps children develop better social skills and be better problem solvers.”

If your children will be in daycare or camps this summer, ask counselors about the amount of time spent on outdoor activities. You can also consider signing up the kids for an outdoor sport like soccer or softball. After a long day, there are benefits for children and adults alike to get some fresh air and a new scenic view. Start an after-dinner routine of riding bikes and taking walks with the whole family.

Also important is to set limits on the screen time. Kids may love wasting hours in various cyberworlds, but for their health and wellbeing, they need to spend more time out in the real one.

Contact Margaret Lavin at elementarydays@gmail.com.

FOOD ALLERGY CAUTION AND CONCERN

For many kids summer means long days exploring new places, meeting new friends and trying new things. Parental supervision can become a bit lax and, for the most part, that’s okay. Less adult oversight is healthy for children because it allows them to develop independence and fosters social competence. However, children suffering from food allergies need close dietary supervision.

This is becoming an increasing concern. According to a study in the journal Pediatrics, there is a growing problem of food allergies among young people. Eight percent of children under 18, or approximately 6 million children in the U.S. have at least one food allergy.

In children, the foods most likely to cause severe allergic reactions –anaphylaxis - are peanuts, other legumes, tree nuts, fish, shellfish, milk, and eggs.

Most people envision allergic reactions to food as a rash or a stomachache, but they can be life threatening. So when planning play dates, picnics or any event including treats, keep in mind some nutritional guidelines to ensure the safety of kids with food allergies.

First, if you suspect your child has food allergies, get him tested by a certified allergy physician. If the doctor has determined that your child may have a severe reaction to some foods, consider a medical alert bracelet or necklace.

Your pediatrician may prescribe a medicine device to carry with you at all times called an epinephrine auto-injector, more commonly known as an EpiPen. This tool is the size of a pen and can fit easily in your pocket or purse. It is especially necessary when eating out at restaurants or when on vacation.

When eating out, you can always ask the waiter about the ingredients in preferred choices. Buffets can be tricky, but when in doubt, avoid any questionable food.

Let everyone know about your child's food allergies. Tell it to all your family members, friends, neighbors, babysitters, camp counselors and summer school staff. Conversely, if you are providing meals for other children, inquire about any allergies.

Being out of school allows for more parties and neighborhood events so be sure to have safe foods on hand to send with your child. If a sleepover is involved, give and get medical information, medications and an insurance card.

Thankfully, there are many good substitutes for favorite foods, such as gluten free ice cream cones and organic corn spaghetti. Check your local grocery store or take advantage of the web. Several online specialty food stores can deliver substitutes right to your doorstep.

For much more advice, information and community support visit, www.foodallergy.org.

Continue to explore and enjoy the many joys of summer, just be extra conscientious when protecting kids from allergic reactions.

Contact Margaret Lavin at elementarydays@gmail.com.

    

SIX TIPS TO MAKE A GREAT SCHOOL YEAR

Here we go again! It’s time for shiny new shoes, logoed backpacks and bright-eyed kids excited to meet their new teacher and re-acquaint with schoolmates. Back to school optimism is contagious and we want to keep that positive momentum going beyond the first week of school. Here are six sure-fire ways to keep the school year successful and keep motivation high.

1.              Get the kids to school on time. Students who are consistently late miss curriculum. They often interrupt instruction and that can be embarrassing. It may even be punitive. The making of a pleasant morning starts the night before. Bedtime routine is as important in junior high as it is in kindergarten. According to The American Academy of Sleep Medicine, school-age kids need 10 to 11 hours of sleep a day.

2.              After school time must be supervised. Lollygagging in the playground after school is not time well spent; it can be dangerous for your child and a liability for the school. If your schedule does not allow a pick up by 3pm, arrange for an after school activity or program. Check to see if your school has after school care. Often the local library offers a homework club.

3.              Help with Homework. As a former teacher, I’m a firm believer that homework should be based on review curriculum and should be able to be completed unassisted. All teachers do not have this philosophy. Many times kids need parental involvement. Don’t hesitate to explain directions, read aloud information and solve math problems together. Ask your child’s teacher how much time should be spent on homework and discuss modifications if need be.

4.              Communicate often with teachers. No need to wait for the teacher to contact you. Be proactive. Many important announcements, permission slips, assignments, flyers and graded papers do not make it from the classroom to your kitchen table. This is especially true in middle school. A weekly or biweekly chat or email with the teacher will alleviate this potential problem.

5.              Share family news. No needs to get super personal but if something is affecting your child’s behavior, attitude or work habits, share it with his teacher. The more informed the teacher, the better able she is to empathize with your child and modify curriculum and/or class time and activities to ensure your child’s success and security.

6.              Get and keep your child organized. Checking backpacks at least once a week may reveal important papers and even half-eaten lunches. Keep a neat, well-supplied homework space and talk to your child about upcoming family and school events. A conspicuous calendar with relevant dates and the family agenda can be a lifesaver.

The stress and strain of helping the kids with homework, perusing mounds of paperwork and preparing clothes and lunches can be overwhelming but is well worth the time and energy. We all know that learning is not confined to the four walls of a classroom. Be kind and congratulatory to you kids and yourself. As parents we want to role model competence and hard work, but we also want to acknowledge that hard work leads to sweet rewards.

Contact Margaret Lavin at elementarydays@gmail.com.

INSTRUCTIONAL SUMMER

It may seem that summer has just started, however, most kids have been away from academic instruction for over a month. And, in just a few weeks you will be sending them back to new classrooms, teachers, books, and academic exercises. No doubt they will be excited about all the new curricula and a bit anxious about performing well.

It's important they are prepared and confident when starting the new school year. If children feel educationally empowered, they will do better both academically and socially.

Spending about thirty minutes a day on math and language arts skills will ready kids for the coming school year. Thirty minutes is a rule of thumb and it is perfectly understandable that sometimes other obligations take precedence. However, if you undertake some review at least a few times a week, your efforts will pay off. Come September, your child will be ahead of the game with sharpened academic skills and higher morale.

They are also learning an invaluable life lesson - practice equals preparedness and really does make perfect.

When or where your kids rev up their educational muscle isn't important - in the car, at the park or on the couch is fine. The value comes from progressing at the appropriate grade level and keeping the review stimulating. To choose the proper material, take another look at your child's last report card. There should be ample information on proficiency levels and what skills need improvement.

There are numerous grade-leveled workbooks and enrichment material at your local bookstore. Or you can go online. San Mateo County Library has special events and sites just for kids and teens. Check out http://kids.smcl.org.

A quick way to figure out if your child is able to read a book independently is to have them read about 20 words out loud. If they miss more than a few, it may be a bit too difficult. In that case, take turns reading the book together, making predictions, summarizing and discussing favorite characters and passages.

Reading aloud the classics can be entertaining and enlightening for the whole family. Discussing the stories and clarifying difficult words increases comprehension.

A summer journal and/or writing letters to friends and relatives strengthens printing, cursive, grammar and vocabulary development.

Coordinating and supervising these educational adventures takes time. If your schedule is too tight, you may consider procuring a tutor. Kids often respond better to those outside the family. Ask a local teenager if they would be willing to practice with your child or go to your local library and inquire there.

It's not difficult to conclude that children prepared for school will have more success and students who are successful in school are offered more opportunities. So purchase the new backpacks and school clothes, but also continue to give the gift of education throughout the summer months.

Contact Margaret Lavin at elementarydays@gmail.com.

EARLY EDUCATION TEACHERS UNDERVALUED THEN AND NOW

Early Education Teachers Undervalued Then and Now

The Center for the Study of Child Care Employment at UC Berkeley issued a report, titled, “Worthy Work, Still Unlivable Wages.” Written by researchers Marcy Whitebook, Deborah Phillips, and Carollee Howes, the report examines the working conditions of early childhood educators in the years following the 1989 National Child Care Staffing Study (NCCSS).”

The NCCSS study brought national attention for the first time to poverty-level wages and high turnover among early childhood teaching staff, and to the negative impact on children. Unfortunately, 25 years later, early educators are still under valued. According to the U.S. Bureau of Labor Statistics, childcare workers have experienced no increase in real earnings.  And, as was true in 1989, childcare workers still earn less than adults who take care of animals, and barely more than fast food cooks.

In California, the average hourly wage of childcare workers, who are responsible for babies and toddlers, was $11.86 in 2013, barely budging from an hourly wage of $11.26 in 1997 when controlled for inflation. California preschool teachers, tasked with preparing 3- to 5-year-olds for a strong start in school, earned an hourly wage of $16.46 in 2013 compared with $14.02 in 1997 when controlled for inflation.

This doesn’t just affect childcare workers and families with young children. We all pay the price. Despite childcare costs increasing two-fold since 1989, in 2012, nearly one-half (46 percent) of childcare workers resided in families enrolled in one or more public support programs such as Medicaid and Food Stamps. The skyrocketing cost to families is going somewhere other than to their children’s teachers and instead of for-profit childcare companies paying their employees a decent wage, they increase their profit on the backs of the public.

There is at least one exception. According to the “Worthy Work” report, The Department of Defense (DOD) sets teachers’ salaries in their early care and education programs at a rate of pay equivalent to those of other DOD employees with similar training, education, seniority, and experience. Over the twenty-five years this policy has been in place, the base pay of new hires among early childhood teaching staff in military child development centers has increased by 76 percent and turnover has drastically decreased. Those with bachelor’s degrees earn on par with other comparably educated military workers.

Armed with this new evidence, childcare workers should organize and demand livable, equitable, and dependable wages. They are one of the fastest growing industries in the nation and they have more power than their employees give them credit for. There needs to be major restructuring, but there is no need to reinvent the wheel - just follow the example of the Department of Defense, or almost any other industrialized nation.

For more information about the report, visit, http://www.irle.berkeley.edu/cscce.

Contact Margaret Lavin at elementarydays@gmail.com.

TEACHER SHORTAGE WILL LEAD TO GREATER INEQUITIES

Teacher Shortage Will Lead To Greater Inequities

The California Department of Education estimates the need for new teachers is approximately twice the current graduation rate in teacher preparation programs.

Enrollment in California teacher preparation programs fell from 719,000 in 2008-09 to 499,800 in 2012-13. The number of teaching credentials issued in special education dropped by 21 percent between 2011-12 and 2013-14. Over the past four years, the number of credentials issued to new math teachers dropped by 32 percent. As a result, districts have resorted to hiring teachers with less than full credentials. 

According to a new report by the nonprofit Learning Policy Institute, California school districts are grappling with teacher shortages. Credentials issued to new teachers are at an historic low at the very time districts have increased their hiring to expand programs and restore teaching positions eliminated during the Recession.

“When California last experienced severe teacher shortages in the late 1990s, it took a wide array of programs to begin to stabilize the teaching force,” wrote the authors of the report. “Most of these have, unfortunately, been discontinued or sharply reduced since then, leaving the state with few existing tools to use to address the current situation.”

Suggestions to assuage the shortage include recruiting new teachers from colleges, other states, and other careers. It also recommends offering teachers in high-shortage subject areas incentives, such as funds to cover tuition and living expenses or loan forgiveness.

Linda Darling-Hammond, president of the Learning Policy Institute, said in a statement that if California does not address its teacher shortage, it will only get worse and lead to “greater inequities among students in different communities.” This can clearly be predicted in the Bay Area where teacher salaries are much higher in affluent areas. Living in one of the most expensive places in the United States does not bode well for those considering a career in education, especially those passionate about educating children in low-income areas where teacher salaries are less and the work much more demanding.

As important as recruiting new teachers, is retaining the ones we have. Teaching may be one of the most fulfilling professions, but it is also one of the most undervalued. American teachers have been historically paid far less than other professions with comparable education requirements. Couple that with constant criticism. Politicians, parents, and pundits have been demonizing teachers for decades, blaming them for any number of societal struggles.

We need to start offering teachers and those passionate about becoming teachers both internal and external incentives. We need to show them financial and professional respect. We must stop scapegoating them for unsatisfactory test scores, unruly children, or any other blot on society. If we don’t, we won’t attract or retain worthy candidates. If you’re not convinced this is true, ask yourself this. Would you encourage your child to become a teacher?

For more information on The Leaning Policy Institute, visit, http://www.learningpolicyinstitute.org.

Contact Margaret Lavin at elementarydays@gmail.com.

PRIVATIZING THE PUBLIC SCHOOL SYSTEM - LESSONS FROM THE FRENCH

I am by no means a Francofile. I reluctantly admit I know very little about French culture outside of what I read in “A Tale of Two Cities” (great read by the way), and their food - croissants, brie cheese and frogs’ legs, (And yes, they do taste like chicken).  However, I am very interested in their public education system. 

France has over 50 years’ experience with privatizing their public school system. The Debre Act of 1959 made it possible to subcontract educational services to accredited private school, the equivalent of our charter schools. Like our charter schools, France’s reforms revolve around the importance of setting high educational standards through a national curriculum and the enforcement of rigorous testing. Also like our charter schools, France’s attempts at school reform have caused many financial and political-accountability problems. 

So how has France’s children faired? Not well. According to a report by Time Magazine, “One-fifth of 11-year-olds finishing primary school still have serious difficulty with reading and writing. By the age of 16, almost as many — about 18% — leave school with no formal qualifications whatsoever.” In a 2010 report by the Cour des Comptes, the French equivalent of the U.S. Government Accountability Office, French officials stated that although the annual budget for education is the single largest area of government spending, ahead even of defense, the system is failing as many of the 10 million children in its care. The report also stated, "The large number of young people with major problems at school shows that the educational system as it's constituted today isn't capable of responding to their needs. 

After more than a half century of privatizing public schools, France’s school system has not become the great societal leveler, but tragically, a place where children from poor backgrounds do far worse than kids from better-off backgrounds. It turns out that race and class are the major determining factor in student scores. Sound familiar?

So what lessons should take from France’s long standing educational experiment? Privatization of public schools is not the systemic reform that will ensure equitable and efficient public schools. Since the late 1980’s we have implemented similar tactics in the form of charter schools and have had the same results as France, often exacerbating existing inequalities in our schools.

Let’s not waste another 25 years. It is time – past time – to admit that charter school exemptions from public school accountability measures only increase inequality and stratification. We need to improve our existing public schools. Educators and policymakers need to develop future policies that will be more responsive to the needs of all children.

This is not a new message. Historian and Research Professor of Education at New York University Diane Ravitch is a passionate supporter of public schools and prolific opponent of charters, stating, “Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools.” I couldn’t have said it better.

Contact Margaret Lavin at elementarydays@gmail.com.

TO GO TO COLLEGE, OR TO NOT GO TO COLLEGE - THAT IS THE SIX FIGURE QUESTION

To Go To College Or To Not Go To College? That Is The Six Figure Question

Graduations at every level have taken place throughout the Bay Area and the country. From completion of preschool to post graduate degrees, proud family and friends get together to offer congratulations and best wishes. Then comes the stark reality of moving on to the next chapter. Okay, maybe not so overwhelming for preschoolers, but many young adults are concerned about career opportunities and many parents are stressed about becoming encumbered with large sums of financial debt. The truth is, not every high school graduate wants or needs to go to a very expensive, very exclusive university. There are still many careers that afford very comfortable life styles and don’t require a 4-year college degree and do not necessitate encumbering mounds of financial obligations.

So how does one decide what career path is right? You can check out the Bureau of Labor Statistics, www.bls.gov, to see what occupations have the largest job growth. You can also look for appealing internship opportunities, which expose you to the day-to-day ups and downs of a profession. Also, think about how your part-time job or summer job enhances your work skills and might further your goals.

Whatever you decide, don’t leave your career options to luck or fate. Professional success is about putting yourself in the most advantageous position for numerous and varied opportunities.  

Last, but certainly not least, if you’re actively job-hunting, clean up your social media portfolios! Employers can conduct social media background checks going back seven years. Do you remember what you posted 7 years ago? 7 days ago? Review your photos, videos, and other posts and remove any that can be misconstrued or damaging to your reputation.

Contact Margaret Lavin at elementarydays@gmail.com.